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Vol.50 May 20163 From the Chair 22 Reaching for the Stars5 Changes to Income Recognition 24 Building Robotics into the Curriculum8 Working Smarter to Deliver More 27 Does the Investment Space Make a Difference10 The Round - Transition to Tertiary 31 Director’s Duties12 Why Should Governments Support Non-Government Schools ? 33 Building a Brand New Campus14 St Catherine’s Rowing Secure 36 Creating ‘Speak Up’ Culture16 Alliance and Clontarf Foundation - Working Together 40 A Special Gift18 5 Top Tips - Mandatory Reporting Obligations 42 Masterplanning Published by the Association of School Business Administrators



ASBA UpdateFrom the ChairPROFILEShaun Sargent was elected Chairman of ASBA Limited in April 2016 and has been a Directorsince 2009. He is a former Chairman of the ASBA Limited Professional DevelopmentStanding Committee and is also an Executive Committee member and Past President ofthe Tasmanian Chapter. Shaun is the Director of Business Affairs at The Friends’ Schoolin Hobart, Tasmania, a position that he has held for the past 15 years.It is a great pleasure and privilege for to support our members, and ultimately Earlier this year the Board commissioned me to write my first From the Chair to achieve our vision to be known as the a facilitated self-assessment of recent column as the new Chairman of ASBA . leading professional organisation for initiatives directed towards enhancing The ASBA Limited Annual General school business administrators, promoting ASBA’s governance practices. These haveMeeting (AGM) was held at the Anglican and driving improvement and business included a review of our sub-committeeChurch Grammar School (“Churchie”) in excellence in Australasian schools. I terms of reference, the establishmentBrisbane on Friday 8 April 2016. The AGM would like to express my sincere of a Finance, Risk & Audit Standingincluded the election of office bearers appreciation for the very significant steps Committee, updating our constitution,and I am very pleased to be joined on the towards this vision that were taken under and establishing new processes for Boardincoming Executive by Deputy Chairman, the leadership of the highly energetic, meetings. The feedback from this self–Lindsay Bovill (St Peters Lutheran College, committed and hard-working outgoing assessment indicated that many aspectsBrisbane) and Treasurer, David Barker Chairman Kathy Dickson. Kathy, along of our governance practices are highly(Barker College, Sydney). Meanwhile with her Executive team of Deputy rated by the Board. However some areasLeanne Smith (Ruyton Girls’ School, Chairman, Jenny Self and Treasurer, were also identified for future strategicMelbourne) was elected as Chairman of Ian Foster, oversaw the successful focus, including the ongoing developmentthe Professional Development Standing implementation of some important growth of working relationships with our Chapters.Committee. and capacity building initiatives for ASBA, This is an area that, working collegially The ASBA Board is thrilled with these including; the appointment of our first with our Chapter Presidents, I amappointments and has full confidence full time Executive Officer, the signing of particularly looking forward to progressingthat these office bearers, professionally sponsorship agreements with six National during my term as Chairman.supported by our hard working Executive Strategic Partners, and the formation I am very much looking forward toOfficer, Pip Jones, will continue the of an important strategic alliance with serving our association as Chairman overdevelopment of ASBA as a leading the Australian Institute of Management. the next two years and I welcome contactprofessional organisation within the We are indebted to Kathy and the other and feedback from members at chair@education sector. outgoing Executive members for their asba.asn.au at any time. So much has happened over the past commitment and dedication to ASBA, theyfew years to increase the capacity of ASBA are leaving very big shoes to fill! Shaun Sargent | ChairmanASBA Executive ASBA Executive Officer and Editor of the AssociateChairman Philippa JonesMr Shaun Sargent Association of School Business AdministratorsThe Friends’ School PO Box 4694 Toowoomba East QLD 435023 Commercial Rd, North Hobart TAS 7000 Tel: (02) 9431 8682 Email: [email protected]: (03) 6210 2237 Mobile: 0438 441 470Email: [email protected] ASBA Members as at November 2015 Association of School Business Administrators (NSW) IncTreasurer Association of School Bursars and Administrators (VIC) IncMr David Barker Association of School Business Administrators (QLD) IncBarker College Association of School Business Administrators (WA) Inc91 Pacific Hwy, Hornsby NSW 2077 Association of School Business Administrators (SA&NT) Inc Association of School Business Administrators (TAS) IncDeputy Chair Association of School Business Administrators (ACT) IncMr Lindsay Bovill Association of School Bursars and Administrators (NZ) IncSt Peters Lutheran College66 Harts Rd, Indooroopilly QLD 4068 Cover photograph: The Round – Ivanhoe Grammar School MAY 2016 3

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ASBA MattersChanges to Income Recognition for Independent SchoolsThe Australian Accounting Standards ASBA, with the help of Nexia Australia, conductedBoard (“AASB”) released Exposure a survey of Independent Schools on the sector’sDraft 260 – Income of Not-for-profit preferred accounting treatment of various commonentities (“ED 260”) in April 2015. revenue streams that may be impacted by ED260.ED260 proposes revised methodsof accounting for revenue and The survey did not ask for respondent’s views oncontributions for Not-for-profit the application of current accounting standardsentities based on the principles in or the proposed new revenue recognition model.AASB 15 Revenue from Contracts Rather, understanding the sector’s accountingwith Customers. In particular, it may treatment preferences will assist ASBA and Nexiahave a significant impact on the Australia formulate their responses to the AASB’saccounting treatment for government project.grants, donations, bequests and non-refundable deposits. 180 schools responded to the ABSA survey and this report analyses the survey results. 5NOVEMBER 2015

Executive Summary Changes to Income Recognition for The thematic findings from the survey The Australian Accounting Standards ASBA, wit indicated: Most opBeoraatriodn(a“lAgAraSnBts”c) urerrleenatlsyerdecEeixvpedosbuyre a survey o aInnddepareenDduresaunfattlSl2yc6hs0poeo–nlstInrwecliatohtmeintetohtoehfyeeNyaeor.atU-rfntohdree-ypr atrhoreefircteucrereivnetd preferred ■■ A strong preference to recognise operational fundingemnotidtieelssa(n“dEDpa2y6m0e”n)tidnaAteps,rwil e20d1o5n.ot expect revenue s grants as income in the same periods as a changEeDto26th0epcruorrpeonst eacscroeuvnitsinegdtrmeaetmtheondt sfor these The surve the funds are expended, irrespective of any operatioonfaal cgrcaonutsnutinndgerfoEDr r2e6v0e. nue and the applic conditions attaching to those grants; Capitaclognrtarinbtusti–onisstfhoerrNeoat-pforre-pferroefint ce for or the pro matcheingtit?ies based on the principles in Rather, un ■■ A preference to recognise capital grants and AASB 1A20AAScBco1u5ntRinegvfeonr uGeovferronmmeCntoGnrtarnatcstasnd treatment appeals as income in the period the grants and DisclosuwreithofCGuosvetornmmeernst.AIsnsipstaarntciceuislaorn, liyt ampaplyicable Australia f appeals are received, and to for-phroafivt eenatitsieigs.nTihfiactasntatnidmaprdarcetqouinretshfoer-profit project. entitiesatoccreocuongtniinseg gtroeveartnmmeenntt gforarngtsoivneprrnomfiteonr tloss 180 scho ■■ A strong preference to recognise donations and roencoagsnyisgstereasmnaatstsiec,xdbpoaesnnissaeotsivotehnresth,reeblaepteqerudioecdsostssitnsawfonhrdicwhnhotichnhe-tehnetity and this bequests as income in the same periods as the grants arreefuinntednadbeldetodecopmospietns.sate. This requirement funds are expended. C applies to both operational and capital grants and would Operational grants income – sufficiently achieve a matching of income with related expenses. specific performance obligations For example, a for-profit entity receives a $1m The survey asked three questions on recognising income government grant to construct a building. Under AASB from an operational grant with varying levels of detail 120, the entity can either defer the grant and recognise regarding the performance obligations. The key themes the $1m as income over the same period as the building identified were: is depreciated or the grant can directly offset against the cost of the building; therefore reducing the asset’s ■■ The overall response to all three questions indicated carrying value and future depreciation expense. a strong preference for the matching principle (i.e. recognising income in the same period as the related This accounting treatment is not available to Independent expense); Schools either under ED 260 or the existing accounting standards. The survey included a question to gauge the ■■ The specification of the period over which a grant sectors’ interest in having the ability to apply the same relates appeared to be a key determining factor in accounting choices as for-profit entities under AASB 120. the preferred treatment by the respondents. The survey indicated: ED 260 proposes that a stipulation of the period over which goods or services must be transferred is not, by ■■ The majority (74%) preferred to recognise the capital itself, considered to be a performance obligation and grant immediately in the profit or loss; is not a reason for deferring income recognition. ■■ 20% preferred to apply a model similar to AASB 120; ■■ Where the period of time was the only grant condition, and 93% of respondents preferred deferring the income; ■■ A number of respondents suggested highlighting the ■■ Even where more detail on the purpose of the grants effect on the income statement of recognising the were included but the period of time condition capital grant as income by separately disclosing the remained, the survey results indicated that the capital grant either below the operating profit line preferred treatment did not change from the above (ie, outside the profit and loss statement) or as an (92%). abnormal item within the profit or loss statement. ■■ Where the time condition was removed but there was more conditionality regarding the purpose of the grant funding, the majority response (72%) remained the same. However, there was a stronger preference for recognising the income immediately when no time period was specified in the grant (22%).62 ChAaSngBeAsAtoSSInOcCoImATeERecognition for Independent Schools

Independent Schools ASBA Mattersth the help of Nexia Australia, conducted Donation for a 50-year scholarship:of IndependBeenqt uScehsotoslsaonndthdeonseacttioorn’ss accountingThtreeaactmcoeunnttionfgvtareriaotumsecnotmfomr boenquests and donations is ■■ There was a large majority (78%) who would prefer tostreams thaotnmeaayrebaeoifmspiganciftiecdanbtycoEmD2p6le0x.ity under ED 260. As an defer the funds and recognise them as income over the 50-year period of the scholarship; example, some Independent Schools receive gifts andey did not abskeqfouresretsspthoantdimenpto’sseviceownsdiotinons upon the recipient to ■■ The results oinfdQic6a,tQe7thaendseQc8toinr dwicoautled tphreefseercdtoifrfewreonutldcation of cumrreainnttaaicnctohuenctoinrgpusstaonfdthaerddsonation in perpetuity and pacrecfoeurndtiifnfegroenutcaocmcoeusnbtiansgedouotncotmheedsebgarseeedoofnsttihpeulationsoposed newtoreuvseenauney riencveosgtnmiteionnt pmroocdeeel.ds that are derived from datetgarceheeodftsotibpeuqlauteiosnts/adtotancahtieodnsto. bequests/donations. the corpus for a particular purpose. In the case where Bequest – capital preserved:nderstandinagntahrerasnegcetmore’sntacgicvoeusnrtisinegto perpetual conditions, EDt preference26s0wmillaaysrseissut lAt SinBtAheancdorNpuesxioaf the donation never being ■■ The situation proposed a donation where the capital formulate trheeciorgrneisspeodnasseisnctoomthee. TAhAisSiBs’sbecause the performance would be preserved in perpetuity; conditions attaching to that receipt can never be satisfied ■■ The results where more mixed with 52% of thereby preventing the recipient to recognise income. respondents preferring to defer recognition of theools respoSnhdoeudldttohisthperoApoBsSaAl psreuvraviel iyn the final accounting donation as income in perpetuity, thereby accepting report ansatlaynsdeasrdt,hseucshuarmveoyunrtesspurletvsi.ously received and that the corpus would never be recognised as income; accounted for as income may have to be restated from retained earnings to non-current liabilities (unearned ■■ However, 37% of respondents would still prefer income) on transition to the new standard. immediate income recognition of that bequest; The survey asked a number of questions on the sector’s ■■ The responses indicate that, although the stipulations preferred treatment of bequests and donations: are important to determine the accounting treatment, a stipulation that can never be satisfied may need to Capital appeals: be considered differently. ■■ The survey results were mixed between those who Non-refundable admission fees would prefer to recognise donations for capital appeals in the profit or loss when received (51%) and The current practice for non-refundable enrolment or admission fees has been to recognise them as incomeChanges to IncomethReocsoegnwitihonofworoInudledppenredefentrStcohooonlsly recog1nise the income immediately on receipt. However, under the new revenue when the funds are spent on construction of the recognition model, non-refundable up-front fees are buildings (34%). only recognised as income where there is a transfer of a promised good or service to the customer at that time. Bequest with no stipulations on how money spent: Otherwise, the receipt is treated as an advance payment for future services and is therefore recognised over that ■■ The majority (73%) preferred to recognise the bequest future service period; eg, over the expected period of the immediately in the profit or loss; student’s stay with the School. ■■ There was still a significant minority (24%) who would The survey asked for the preferred treatment of non- prefer to defer the bequest and recognise the receipt refundable admission fees with 94% of respondents as income as the funds were spent. preferring to recognise the fees immediately in the profit or loss. Bequest with very specific stipulations: Next steps ■■ This question proposed a situation where it was highly unlikely that the bequest stipulations would be met; Nexia Australia has been appointed to the AASB’s p.roject advisory panel on ED 260 to provide technical input and ■■ The majority (70%) preferred to defer the income and industry expertise on the project and intends to present recognise the bequest as income as the funds were the survey results on behalf of the ASBA members. spent; CONTACT INFORMATION ■■ There was still a significant minority (24%) who would Lester Wills | Partner, Audit and Assurance, Nexia Australia prefer to recognise the bequest as income in the profit [email protected] or loss on receipt. 7Changes to Income Recognition for Independent SchMooAlYs 2016 3

Our SchoolsWorking Smarter to Deliver More Mentone Girls’ All workplaces are increasingly This movement to an eBookGrammar School expected to work more efficiently consortium brings with it all the and effectively and school acknowledged advantages of using and libraries are no different. This article eResources within libraries, including: Ruyton Girls’ outlines how two Melbourne Schools were able to deliver more eContent to • a reduction in processing time School support broader reading by working • the provision of self-weeding collections eBook together and implementing best practice. • the prevention of items being lost or consortium In 2014, the establishment of a ground- breaking eBook consortium between stolen the libraries of Mentone Girls’ Grammar • the automated return of items increasing School (MGGS) and Ruyton Girls’ School (RGS) was awarded the School Library access and availability as items can no Association of Victoria (SLAV) Innovator’s longer be held overdue. Award. The Heads of each library, David Feighan (MGGS) and Julie Purcell (RGS) It is important to note that in setting were the co-recipients of this award, in up the eBook consortium the two schools recognition of their work in setting up did not set out to spend less on eBooks. the first independent eBook consortium However, by working together each within a Melbourne educational setting. school has been able to deliver a much This consortium was developed and broader and deeper eBook collection implemented in response to the need for than would be possible if they worked modern libraries to constantly respond independently of each other. to changing circumstances and strive for best practice. The extra depth and breadth of the eBook collection allows the two schools to: It is important to note that the two schools do not share a governing • Offer a more diverse and engaging body, nor are they in the same vicinity. eBook collection for students at both However this consortium allows these schools for no additional cost. libraries to share resources, and in this way maximising their investment • Reduce unnecessary duplication as in the eBooks. It is a wonderful access to important but low use titles can example of how school libraries, be shared across both schools. even those geographically distant, with different library management • Allow the cost of purchasing duplicate systems and no shared IT network, copies of high use and popular titles to can still work collaboratively to deliver be shared across both schools. better education outcomes and better value to their schools. The adoption Ultimately with the movement of MGGS of this eBook consortium is a clever to OCLC Worldshare, the same library and economical way to facilitate and management system used by RGS, the support student literature engagement, streamlining of the cataloguing of eBooks anytime and anywhere. This service and back end processing will be further is both responsive and flexible. New streamlined as cataloguing is shared release eBooks are available faster, and across the two libraries. This will deliver text selection is responsive to student additional operational efficiencies to both feedback and items can be borrowed schools. This is important as labour costs and returned 24/7 using any device with represent a significant part of any school internet access. library budget. Further down the track the two libraries will be able to explore ways to benchmark their collections, workflows and service delivery. This will ensure they continue to deliver the most efficient and effective school library service to both schools.8 ASBA ASSOCIATE

An additional benefit is that this community. Working collaboratively their willingness to imagine possibilitiesconsortium reduces time each library has across the two schools, opportunities arise beyond their own school boundaries andhad to spend on collection development to establish shared online spaces and explore the concept of sharing resourcesand text selection tasks. Sharing literature workshops, to not only reinforce through the use of a consortium, as didthis responsibility not only saves time digital citizenship skills, but provide Robert Konoroth (MGGS) and Leannebut facilitates enriching professional students with opportunities to share their Sparkes (nee Smith) (RGS) the Businessdiscussions concerning trends in youth thoughts and responses to the literature Managers of each school. Now that theliterature and the importance of building within this collection. More immediately, consortium is established, communicationcollections that are truly diverse, resulting the consortium enabled the two libraries to and collaboration continues betweenin both schools offering larger, richer implement a more high profile launch and the library teams and the English andand more engaging eBook collections marketing campaign. This extra profile and LOTE departments. This ongoingto their students. These deeper and has helped drive better use of the eBook relationship strengthens us, it is an activebroader collections assist students collection and therefore delivered extra demonstration that we are more than theto satisfy diverse reading needs and return on investment. sum of our parts.interests, providing popular titles while alsoaccommodating the more eclectic reader. In what is traditionally a highly Contact InformationThe inclusion of Chinese eBooks supports competitive private school market, where Mr David Feighanlanguage students in both schools. knowledge is held in silos, this consortium Information and Library Services Manager provides opportunities for the building E [email protected] The consortium creates new and of pathways of communication between Mrs Julie Purcellexciting opportunities for literature-based schools. The work in establishing this Director of the Library Resource Centreconversations between the two school project has reached far beyond the library Ruyton Girls’ Schoolcommunities. Using this eBook collection doors. The Principals of each school, Fran E [email protected] the way for students to share their Reddan (MGGS) and Linda Douglas (RGS)reading experience within a broader demonstrated remarkable vision in Receive school fee payments up front Benefits of School Plan:  Improves cash flow – receive the full term or semester fees in full when due  No cost to school – service fee arrangement with participating families  Integrates with your existing accounting system – saving time in allocating payments  Removes the burden of fee administration and debt management  No more late payments Visit www.schoolplan.com.au or call 1800 337 419 SchooSlcPhloaonl Plan School Plan Management Pty Ltd ABN 70 006 832 408 23-35 Hanover Street Oakleigh Victoria 3166 A subsidiary of the Australian Scholarships Group Friendly Society Limited ABN 21 087 648 879 on behalf of School Plan Pty Ltd ABN 16 007413 756 MAY 2016 9

Our SchoolsThe Round – Transition to TertiaryAfter more than 16 months’ Mrs Deborah Sukarna said, “We are The Round is situated in the heart of construction, Ivanhoe Grammar absolutely thrilled with our Senior Years and the Campus and its circular shape reflects School’s, The Round, opened its Science Centre. Underpinning the learning the School’s original masterplan. Ratherdoors to excited students and teachers. The spaces is a clearly defined pedagogy for than just adopting a circular pattern, theSchool was honoured to have the building teaching and learning that is reflected in Architects overlaid angular geometryofficially opened by the Governor of Victoria, current educational research. Classrooms to define the central courtyards andHer Excellency the Honourable Linda are modelled on tertiary settings allowing light wells and the multitude of learningDessau AM on Tuesday 22 March. for flexible and collaborative learning spaces. This allowed transparency into spaces with small break out areas for and between the spaces, interconnectivity The Round is more than a new private study and social hubs. It has been of learning areas, and multiple use. Thisbuilding – in the few months since it has wonderful to see our students and staff flexible layout and bold design encouragesbeen opened, the School has seen a using The Round, in a myriad of ways. further collaboration between teacherstransformation in the culture of teaching From a Year 12 Biology or Prep Science and students and facilitates classroomand learning at Ivanhoe Grammar School. class, in the new cutting edge Science discussion.The building has been designed to meet precinct, to impromptu concerts being heldthe specific learning needs of Years 10, 11 in the central courtyard, this centre truly has Upstairs is the Science Precinctand 12 students as they prepare for tertiary something for everyone. Learning spaces incorporating Physics, Chemistry andeducation and move to more independent are interconnected and the classroom Biology laboratories, Primary and Middlelearning. design and new technology engages our Years laboratory, central preparation area students in innovative learning that reflects as well as the specifically designed room The Deputy Principal/Head of Plenty life beyond Ivanhoe.” for the teaching of Psychology.Campus, Mrs Deborah Sukarna and ateam of teachers researched how buildings The Plenty Campus caters for studentscould influence and support modern, from Prep to Year 12 and the landscapecollaborative teaching methods and retains a native character.worked with the Architect McBride CharlesRyan to design a flexible and innovativelearning space.10 ASBA ASSOCIATE

Students and staff at Ivanhoe Grammar School Plenty Campus have started 2016 in a ground-breaking new facility which has been designed to cater for the needs of Senior Years students asthey transition to tertiary education.Science staff are located in the middle of integrated throughout. In addition to This outstanding 21st Century buildingthis precinct to allow for ease of access by the new classrooms, there are breakout was built by Building Engineering Pty Ltd.students and collaboration between the and private study areas which Senior The structural design was complex andteachers. students regularly make use of. The comprised a steel framework which was Each of the Science laboratories central courtyard or hub of the building fabricated via a computer generated 3Dhas been designed with their specific allows for outdoor passive recreation for model. This allowed for accurate checkingrequirements in mind. The Physics students and is also the venue for informal of steel sections prior to fabricationlaboratory has a long bench space that lunchtime concerts and events. and allowed the fabricators to build thecan easily facilitate motion and other Property Manager, John Atherton said, framework on site.experiments. The Biology room has a “The building has been influenced bycollaborative horseshoe shaped design learning spaces developed at universities The building floors are reinforcedwhich allows for flexibility of use for either and is one of the most modern facilities concrete with deep concrete beams andpractical teaching or theory. The Chemistry provided for Years 10-12 anywhere.” steel columns to add rigidity to the floorslaboratory is adjacent to the classroom so and structure. The ground floor is foundedstudents move easily between theory and There are many sustainable features, on 136 steel screw piles which negated thepractical lessons. including double glazing throughout, need to dig out any of the ground where the Downstairs are the multipurpose timber fins for sun shading, substantial building is located. This saved at least twoclassrooms, all organised and insulation and the rain water collected from months construction time as well as beinginterconnected to allow for a huge variety the roof is stored in a large underground much more cost efficient.of teaching and learning and with the latest tank and then recycled. High qualitylearning technologies seamlessly acoustic glazed doors are used between This vibrant building has already enhanced learning spaces and the building is student learning and provides inspiration extremely energy efficient with energy to the whole School. For more information, usage monitored and remotely controlled. please visit www.ivanhoe.com.au Rae Byrom | Communications and Marketing Manager Ivanhoe Grammar School THE ROUND | at a Glance Senior Years Centre with specialist science laboratories – Biology, Chemistry, Physics and Primary/Middle Years science 10 multipurpose classrooms with breakout and private study areas and social hub Central courtyard for passive student recreation and informal concerts and events Interconnectivity of learning spaces with the latest learning technologies seamlessly integrated Designed by award-winning architects McBride Charles Ryan Built by Building Engineering Pty Ltd Time of Construction 16 months Ivanhoe Grammar School Plenty Campus Co-educational Prep to Year 12 730 Bridge In7n Road, Mernda 3754 VIC www.ivanhoe.com.au MAY 2016 11

ISCA UpdateWhy ShouldGovernmentsSupportNon-GovernmentSchools?In 2012, when then Prime Minster the This view was recently reinforced in population and national productivity Hon. Julia Gillard gave the opening comments made by the current Minister of and social cohesion, stability and address to the ISCA - AHISA National Education and Training, Senator the Hon. engagement. Conversely, many economicEducation Forum she drew attention to Simon Birmingham. and social problems, from crime ratesthe question of the relationship between This sentiment is reflected in law to welfare dependence, are linked to lowcitizenship and nation, saying: under the Australian Education Act 2013, levels of skill and ability. which ensures that all Australian children The public benefit derived from“I believe Government attending all not-for-profit schools are schooling cannot be seen as comingsupport for a child’s entitled to a base level of government from any single school sector. All schools;education is one of the support for their education. government, Catholic and Independent;entitlements of citizenship. No But why should this be the case? contribute by providing education tomatter how rich or poor your Why should governments support non- Australian students.parents are or where you go government schools? Non-government schools haveto school, our nation should One of the most fundamental reasons contributed to the advancement ofprovide a basic degree of that all Australian school children should Australian society virtually since thesupport to your education: be supported in their education is that all establishment of European settlement.because you are Australian, schooling provides a public benefit, all The benefits they bring are recognisedbecause you are part of the education is a public good. and reinforced through governmentwhole.” Governments are necessarily policies that provide funding support to concerned with education as a public non-government schools. good, in the sense that society, and the In the government school sector, the nation, reap the benefits of a quality state or territory government that owns education system. This is essentially the schools contributes the majority of the framework for most of the public the funding, with the Commonwealth discussion about funding for education. contributing a lesser proportion. Non- The extensive investment of public government schools are funded through resources in education is driven by a a partnership between parents and human capital agenda which connects governments, with parents contributing the knowledge and skills of the population a substantial portion of funding and with national productivity, economic the Commonwealth being the major growth, social wellbeing and mobility. government contributor. In Independent Decades of economic evidence confirm schools parents provide an average of the connection between a well-educated 58% of income.12 ASBA ASSOCIATE

Based on Productivity Commission They provide for students of all abilities,figures, ISCA calculates that the including students with special needs, andwillingness and commitment of non- serve a wide range of communities fromgovernment school parents to pay remote and disadvantaged Aboriginalschool fees resulted in total savings in and Torres Strait Islander communities togovernment expenditure of some $8.7 socially, culturally and ethnically diversebillion in 2013-14. This is based on an communities in capital citiesaverage saving to government of $6,850 Greater choice brings greater benefits,per student educated in non-government with stronger incentives to performance,schools. creativity, innovation, diversity, efficiencies Australia is an extremely diverse and higher student achievement. Thesesociety, with geographically dispersed benefits of choice are stronger whencommunities made up of a socially combined with school autonomy andmixed, multicultural and multi-faith accountability, both to the parent body andpopulation. This brings demand from very the wider public.different groups of people for schools Australian schools; government, Catholicthat best meet the needs of their children and Independent; collectively provideand reflect their own values, within a significant benefits to Australian society,framework of common social values. providing quality education to Australian Non-government schools assist students and the benefits brought about bygovernments in providing for the needs school choice. Australia is fortunate to haveand expectations of our diverse society, such a wide range of educational optionscontributing a wide range of additional available, enhanced by the importantschool choices to those already offered contribution of non-government schoolsby the government sector. Many non- that provide substantial fiscal savings to thegovernment schools provide a religious or government and bring the social benefits ofvalues-based education. Others promote even greater diversity and choice.a particular educational philosophy orinterpretation of mainstream education. Barry Wallett | ISCA MAY 2016 13

OOuurrSScchhoooollssSt Catherine’s School RowingFinds a Secure Future HomeGeraldine Ilott,previous Director of Business ofSt Catherine’s School, Toorak writes:St Catherine’s School has a proud requiring negotiations each two years to In 2012 an opportunity came up to tradition and passion for rowing. ensure our program had a home. put in an expression of interest for a long The presence of the pale blue and term lease in one of Melbourne’s mostgold marque on the riverbank at the Head The site had constant issues with prestigious rowing sheds at the soughtof School Girls every year is overflowing silting in the river and the currents were after site near Princes Bridge close towith parents and staff and supporters of the not conducive to easy launch of the the heart of the city. The Schools Projectrowing program. Our Chairs of Council and boats. An opportunity presented itself in Manager, Rob McFee from Coffey ProjectsPrincipals have always been present on the this early stage of my time at the School and Andrew Croxon, Architect, who hadbanks of the Barwon to cheer the girls on for a consortium of girls’ schools to invest been working for us on the new site for thewith Chair, Mrs Clare Cannon and Principal in a new shed on the river. The local consortium, were engaged to develop anMichelle Carroll in evidence in March this Council sought expressions of interest Expression of Interest and within 3 shortyear carrying on the strong tradition. for a new site, almost unheard of on the weeks we had developed a comprehensive Yarra where no new site had been allowed professional EOI to present to Mercantile For many years St Catherine’s did for many years. Over the next number Rowing Club.not have long term tenure in its rowing of years we developed plans with the Over the next few months, negotiationsfacilities. When I commenced at the consortium which included 3 other girls began with the Chair of Mercantile,School in early 2006 the lease had expired. schools however as the project continued Malcolm Batten and a Memorandum ofThe land owned by the local Council only to be delayed again and again our Understanding and Agreement for a 20-provided short tenure for our landlord who consortium lost heart that it would ever year lease was developed. It was such anin turn provided a sub-lease of two years come to fruition and the members sought exciting prospect for the School to havewith an option for a further two years, alternative arrangements.14 ASBA ASSOCIATE

future security in a world class Club which Our partners in the shed are Brighton The boat was christened outsidehas produced Olympic and World Class Grammar and the Mercantile rowers. You Mercantile on a summer’s evening and Irowers. Who could forget the Awesome can imagine the excitement of the girls made sure the champagne bottle broke!Foursome! One of St Catherine’s when we moved into the sheds in October The ‘Geraldine Ilott’ had her inaugural raceteachers, Gina Peele, was also an 2013. at the Head of School Girls at the BarwonOlympic rower for Mercantile and her With the Schools enthusiastic parent River in early 2014. The School had notphoto stands proud in the building. rowing body, the Heyington Club, and made an A grade final for more than 5 During this time the School revised its the Head Coach our fleet has been years and it was not expected to again thatcoaching program and structure including upgraded and plans for many years to year but the girls rowed superbly and whilethe engagement of casual rowers with come to refresh the fleet established. At we didn’t win we did make the A gradesome excellent work of its HR Manager, this time a new first eight was in the wings final.Cassie Monaghan resulting in the for the upcoming rowing season. Toengagement an outstanding Head Coach, my great surprise and delight our new Geraldine Ilott |David Fraumano, and a great coaching Principal, Michelle Carroll advised me Former Director of Businessteam who were thrilled to be working that the new first eight would be named St Catherine’s Schoolat the home of rowing in Melbourne after me in acknowledgment of my workfor St Catherine’s. Negotiations were for the rowing program at St Catherine’scompleted with Mercantile and the sheds over many years. I was, and continue toreceived a $2M refurbishment to which St be, truly honoured and humbled by thisCatherine’s contributed during 2013. gesture. NOVEMMBEAYR 20165 15

EditorialIn 2015, Spotless Chairman Margaret Working together with Jackson officially launched Spotless’ Indigenous Engagement partnership The Clontarf Foundationwith The Clontarf Foundation, to helpIndigenous students strive and achieve thebest in life. A not-for-profit organisation,the Clontarf Foundation caters for male The students were inspired to create Building cultural awarenessstudents from Years 7 to 12, and places artwork that evoke feelings of belonging Recognising the importance of ‘closinggreat emphasis on educational and to the land and understanding of culture the gap’ between Indigenous and non-behavioural outcomes, employment through colours, shapes, symbols and Indigenous communities, Spotless worksprospects, leadership qualities, healthy stories. towards ensuring mutually beneficiallifestyle programs, environmental As a partner to the Foundation, outcomes for Indigenous and Torres Straitrehabilitation initiatives, and visits with Spotless has an invitation to attend Islander communities to establish andcorporate partners to learn about career and assist in the coordination of and nurture community.prospects. participation in local community events run Committed to fostering a business The Foundation focuses on improving by the Foundation. As well as this, Spotless environment inclusive of Indigenousthe education, discipline, life skills, self- attends annual employment forums for culture, heritage, communities andesteem and employment prospects of Clontarf Year 12 students. people, the company strongly supportsyoung Aboriginal men and by doing so, Developing relationships of trust and the process of reconciliation and theequips them to participate meaningfully in respect with Indigenous communities strengthening of relationships.society. across Australia, Spotless actively holds With cultural training established, At a local level, Spotless engages with presentations and visits for students Spotless aims to raise awareness ofthree of the Foundation’s Clontarf, Karratha from Clontarf, to provide them with the Aboriginal and Torres Strait Islanderand Gilmore Academies, interacting with opportunity to see the corporate world culture and heritage, acknowledgingstudents in breakfasts, training programs, firsthand and to learn about the career important cultural celebrations, plusaward nights and regional carnivals, options available within our organisation. reviewing workplace practices to increaseworkplace visits, guest speakers and Spotless believes it is a major step to the number of Indigenous Australiansactivities aimed at developing employment engage with Indigenous communities, to employed across the business.pathways. help those in less fortunate circumstances Throughout 2015, Spotless participated To celebrate our partnership with and is extremely proud to be a part of a in NAIDOC Week and NationalClontarf Foundation, two students from program that can make a direct impact for Reconciliation Week, hosting severalthe Gilmore Clontarf Academy contributed Indigenous youth. events across the business in recognitionartwork for Spotless’ Reconciliation Action of both observances and looks towardsPlan to provide a visual perspective. many more in 2016. Spotless Spotless employs in excess of 39,000 people in Australia across a diverse number of cultures. Indigenous With operations across all States and Territories, the company has an excellent opportunity Engagement to make a difference.16 ASBA ASSOCIATE

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Technical Update5 Top Tips: how to comply with your mandatory reporting obligations when it comes to child protectionThe ongoing Royal Commission into Institutional Responses to Child Sexual Abusecontinues to grip the nation’s attention, with more and more schools required to comeforward and provide evidence. However not all schools are up to speed on their mandatoryreporting obligations (of which some were recently introduced). In this article, CatherineBrooks, Principal of Moores and an Accredited Specialist in Workplace Relations takes acloser look at what your obligations are, and some tips for how your school can comply.What are my mandatory reporting 1. Create the right culture from obligations? the top down and staff) have the knowledge, skills and Creating the right type of culture (i.e. one capability required to create, implement and In the past, crimes of child sexual abuse where children are protected and people follow appropriate systems and processes.were often concealed and organisations are encouraged to report concerns) will notprioritised their reputation and finances be possible unless the school council or It’s generally not enough toover child safety. However, fostering a board is committed to ensuring a child-safe communicate the existence of policies andculture of “openness and transparency” is organisation. procedures; training is required as well.now heralded as an essential component You might have the capacity to deliver thisof any organisation’s child protection As a first step, we stress that it is training internally. If not, Moores can providestrategy. Because of this, there are now essential that all senior people at your child-safe training in a manner and stylebroader legislative requirements placed school are on top of all applicable laws, that best suits the operational needs of youron individuals to report incidences of child including their mandatory reporting organisation.abuse to appropriate authorities. obligations. We recommend that both the board and your executive team receive 4. Ensure that everyone is aware that You may now be asking, what does that training in this regard.mean for my school? Each state and territory reporters are protectedin Australia has different reporting obligations 2. Draft and implement a child Every state and territory has enactedand these differences are quite significant.An example the differences include: protection procedure legislation which protects individuals who It is best practice for all Australian make reports about suspected child abuse • who the reporting obligations apply to; in good faith. ‘Good faith’ means the reporter • in what circumstances the reporter schools to develop procedures for has a valid and reasonable concern and is responding to any report of suspected acting without malice or retaliation towards must make a report; and or actual child abuse. These procedures the alleged offender. • who the report must be made to. should comply with the mandatory reporting obligations operating in your state or These protections ensure that the report: To help you navigate these difficulties, territory, and should also include provisions • cannot result in the reporter beingplease refer to our table that sets out the regarding voluntary reporting. seen as unprofessional or having breachedkey features of each state and territory’s professional ethics; andmandatory reporting obligations. If your school operates in multiple states, • does not make the reporter liable for consider including a table similar to the one any disciplinary or legal action (including inTips and Tricks to ensure compliance we have prepared for ease of reference. cases that are not proven).To assist your school in complying with the As a child-safe organisation you shouldmandatory reporting obligations, follow our 3. Provide training on your procedure ensure that everyone is made aware of theirtop five tips. As the Victorian Inquiry’s Betrayal rights and obligations to report any concerns of Trust report highlighted, merely having that they have of inappropriate behaviour policies in place does not guarantee child towards children, and that they will not suffer safety. Organisations must ensure all any professional or legal consequences so relevant people (volunteers, contractors long as they report in good faith.18 ASBA ASSOCIATE

5. Download the free Child Protection Toolkit and policy and procedure Moores has launched a new Child Protection Toolkit to assist organisations better understand their obligations, to prevent abuse and to provide a safe place for children within your community. Your school should also implement a Child Protection policy and procedure and make those documents publicly available via your website. The toolkit includes a sample policy and procedure for guidance. We at Moores can provide you with assistance to tailor these documents appropriate to your school and give you legal sign-off. To download these free resources, go to: http://www.moores.com.au/blog/?p=820. We strongly recommend all organisations read the toolkit to ensure that you are acting in compliance with the law.Mandatory Reporting Obligations Around AustraliaSTATE Legislation Mandated reporters When must a report be made? Who is a child?ACT Children and Young Particular professionals A mandated reporter must make a report if: A person underNSW People Act 2008 (ACT) 12 years old. • the person believes on reasonable grounds that a child or young person has experienced, or is experiencing, sexual abuse or non-accidental physical injury; and • that belief is formed in the course of the person’s work. NB: exceptions may apply. Children and Young Particular professionals A mandated reporter must make a report if: A person under Persons (Care and 16 years old. Protection) Act 1998 •t hey have reasonable grounds to suspect that a child is “at (NSW) risk of significant harm”; and •t hose grounds arise during the course of or from the person’s work. NB: exceptions may apply. Crimes Act 1900 (NSW) Any person A mandated reporter must make a report if: A person under 18 years old. • the person knows or believes that an offence has been committed (i.e. child abuse); and •t heir information might be of assistance to police in apprehending, prosecuting or convicting the offender. NB: exceptions may apply. Ombudsman Act 1974 The head of a designated A mandated reporter must make a report to the Ombudsman A person under (NSW) government or non- if they become aware of an allegation against an employee 18 years old. government agency of the agency, including allegations of: •a ny sexual offence or sexual misconduct committed against, with or in the presence of a child - including a child pornography offence; • any assault, ill-treatment or neglect of a child; and/or • any behaviour that causes psychological harm to a child – even if the child consented to the behaviour. MAY 2016 19

Technical Update Mandatory Reporting Obligations Around Australia STATE Legislation Mandated reporters When must a report be made? Who is a child? NT Care and Protection of Any person A mandated reporter must make a report if the person believes A person under Children Act 2007 (NT) on reasonable grounds that: 18 years old. •a child under 18 years old has suffered or is likely to suffer harm or exploitation; or • a child under 14 years old has been or is likely to be a victim of a sexual offence; or • a child under 18 years old had been or is likely to be a victim of a sexual offence occurring in the context of a special care relationship. NB: exceptions may apply Registered health A registered health practitioner is under additional reporting A person under professionals obligations and must make a report if: 18 years old. •t hey believe on reasonable grounds that a child aged 14 or 15 years old has been or is likely to be a victim of a sexual offence; and •t he age difference between the child and the sexual offender is greater than two years. NB: exceptions may apply. Domestic and Family Any person A mandated reporter must make a report if the person believes A person under Violence Act (NT) on reasonable grounds that the life or safety of a person (i.e. 18 years old. a child) is under serious or imminent threat because domestic violence has been, is being or is about to be committed. NB: exceptions may apply. QLD Child Protection Act Particular professionals A mandated reporter must make a report if: A person under 1999 (QLD) •t hey form a reasonable suspicion that a child has suffered, 18 years old. is suffering or is at an unacceptable risk of suffering significant harm caused by physical or sexual abuse; and • the child may not have a parent able and willing to protect the child from the harm. NB: exceptions may apply. Education (General Staff members at a school A mandated report must make a report if they reasonably A person under Provisions) Act 2006 suspect, in the course of their employment at the school, that: 18 years old. (Qld) • a student under 18 years old attending the school has been or is likely to be sexually abused by another person; • a pre-preparatory age child registered in a pre-preparatory learning program at the school or a distance education pre- preparatory learning program at the school; or • a person with a disability who is being provided with special education at the school and is not enrolled in the preparatory year at the school. NB: exceptions may apply. SA Children’s Protection Act Particular professionals A mandated reporter must make a report if: A person under 1993 (SA) • they have reasonable grounds to suspect that a child has 12 years old. been or is being abused or neglected; and • the suspicion is formed in the course of the person’s work (whether paid or voluntary) or carrying out of their official duties. NB: exceptions may apply. TAS Children, Young Persons Particular professionals A mandated reporter must make a report if: A person under and Their Families Act 16 years old. 1997 (TAS) • they believe, or suspect on reasonable grounds, or know that a child has been or is being abused or neglected; or 20 ASBA ASSOCIATE • there is a reasonable likelihood of a child being killed or abused or neglected by a person with whom the child resides. This also applies to unborn children. NB: exceptions may apply.

STATE Legislation Mandated reporters When must a report be made? Who is a child?VIC Crimes Act 1958 (Vic) Any person 18 years or A mandated reporter must make a report if: A person underWA older 16 years old.CTH • they form a reasonable belief that a sexual offence has been committed in Victoria against a child by another person of or over the age of 18 years. NB: exceptions may apply. Children, Youth and Particular professionals A mandated reporter must make a report if: A person under 17 years old. Families Act 2005 (Vic) • they form a belief on reasonable grounds that a child is in need of protection from physical injury or sexual abuse; •t he parents cannot or will not protect the child; and •t he belief is formed in the course of practising his/her position of employment. NB: exceptions may apply. Children and Community Particular professionals A mandated reporter must make a report if, in the course of A person under Services Act 2004 (WA) their work, they believe on reasonable grounds that a child has 18 years old. been the subject of sexual abuse or is the subject of ongoing sexual abuse. NB: exceptions may apply. Family Law Act 1975 Particular professionals A mandated reporter must make a report if, in the course (Cth) of performing their duties, functions or powers, they have reasonable grounds for suspecting that: •a child has been abused; or • a child is at risk of being abused NOVEMBER 2015 21

Our SchoolsReaching for the StarsSacred Heart College ObservatorySacred Heart College is located • an understanding of the vision that equatorial mounted Cassegrain. Both have across from the beach in Sorrento science provides of the nature of living been used by members of the Astronomy Western Australia. Just over 18 things, of the Earth and its place in Club and students studying the Year 9months ago, our Head of Science, Ray the cosmos, and of the physical and elective for visual and digital photographicPriskich ‘had a dream’ to establish a chemical processes that explain the use.fully-operational observatory on campus; behaviour of all material thingsa facility that would make the most of the • an understanding of the nature of These two instruments provide studentsclear southern skies here on the coast. scientific inquiry and the ability to use with a solid introduction to basic astronomyThis project has now become a long- a range of scientific inquiry methods, observing and image collection, but haveterm strategic investment for the College including questioning; planning limitations because they need to be movedembracing curriculum, community, methods and conducting experiments to an observing site and dismantled andinnovation, reputation, branding and other and investigations based on ethical stored after use.benefits. By engaging with Ray’s vision, principles; collecting and analysingthe students of Sacred Heart College will data; evaluating results; and drawing BRINGING THE VISION TO REALITYliterally be ‘reaching for the stars’. critical, evidence-based conclusions. To overcome the shortcomings above, An engaging, investigative approachTHE OBSERVATORY PROPOSAL: to astronomy studies fits comfortably and to establish a context in which keen with the aims of our national curriculum students can undertake more advancedASTRONOMY IN AUSTRALIAN SCHOOLS for Science. Science students learn astronomical investigations, a business Astronomy education is a recognised best by designing, conducting and plan was written, costed and presented to analysing their own investigations. The the College Board. The College decidedpart of the Australian Curriculum experience is enhanced through the use last year to invest in a campus-located,organised within the Earth and Space of digital equipment often in the context of remotely capable, research-gradeSciences sub-strand of the Science contemporary or popular issues. telescope facility.Understanding strand. In addition to the requirements of the Australian Curriculum, Sacred Heart A Project Management team was The stated aims of the Australian College offers an astronomy club and a established which pulled together the keyCurriculum: Science are to ensure Year 9 Semester-long astronomy elective. skills to deliver success;students develop: The curriculum is supported in part by two telescopes – a 10 inch diameter alt-azm • Business Manager (finance and • an interest in science as a means mounted Dobsonian (Newtonian type) project governance) of expanding their curiosity and and a Celestron 9.25 inch German • Head of Science (technical and willingness to explore, ask questions about and speculate on the changing curriculum) world in which they live • Property Manager (structural and building) • Head of ICT (technical configurations)22 ASBA ASSOCIATE

The Sacred Heart College observatory will open this Sister Valda Woulfe (1932-2014) was an engaging teacher, challengingmonth to coincide with the College’s 50th anniversary. students to do their best. Science was her great passion, which she taughtThere is a long tradition in the science community of at Sacred Heart Highgate, Sacred Heart College, Sorrento and Sacred Heartnaming telescopes, and the Sacred Heart College College, Oakleigh. She introduced photography at Sacred Heart and wastelescope will be no exception. We are honoured to be interested in electric cars, well before her time. Valda was the President of thenaming our telescope the Valda Woulfe after a special Science Teachers’ Association of Victoria for many years. She encouragedSister who taught at the College. scientific experiments and her students won many awards. We also retained a consultant with He emphasised the importance of • studies of faint unknown near-earthdetailed knowledge and experience in the science in creating a new generation of asteroidsestablishment of observatories. jobs. One of the five key areas identified • tracking newly-discovered comets was astronomical science. • searching for nearby exo-planets The Project Team visited a few sites (planets orbiting stars)and over the project course met formally Our observatory’s many benefits will Sadler et al (2001) noted that theon 18 occasions. It was a complex project include most important educational aspect of awith equipment sourced from all over remote telescope facility was the students’the world. A dome had to be transported • enabling college students to ‘ownership’ of their images; the self-across the Nullarbor from Qld, the mount undertake astronomical research described satisfaction that students couldcame in from the United States and the projects themselves control what they did with thetelescope came all the way from Germany. • engaging the local community telescope.The Head of Science, Ray Priskich in observing nights for special The whole Sacred Heart Collegesaid that there were many challenging astronomical events or curriculum community is excited about our specialmoments with “the most nerve-wracking support observatory, which will serve as abeing the lowering of the telescope so that • becoming a recognised centre for centrepiece for generations of students,it faced dead-south and bolting it to the excellence in astronomical studies at a who wish to be engaged with and in awemount.” secondary education level of the beauty, vastness and strangeness of • linking school students across the our physical universe. Members of the team worked diligently worldthroughout the project and earlier this • providing collegial assistance for Steve Martin | Business Managermonth were able to reflect on their work Catholic School science teachers via Ray Priskich | Head of Sciencewith the commissioning of the 20 inch an astronomy PD support network. Sacred Heart CollegeRitchey Chretien Alluna telescope residing The students will be able to engagewithin a 5.0 m dome. The telescope is in astronomical studies of professionalprogrammable, has connectivity to student significance to the worldwide astronomicalcomputers and remote access. It is one of community. These could include:the largest school-based observatories in • conducting supernova searchesthe southern hemisphere. especially for faint galaxies located in the southern hemisphereTHE BENEFITS OF AN OBSERVATORY • conducting variable star Last April, the WA Premier Colin Barnett investigations, as there is a lack of observations for southern hemispherelaunched the State’s Science Statement. stars MAY 2016 23

Our SchoolsBuilding robotics into thecurriculum and engaging students in STEM GRACE LUTHERAN COLLEGE Most see a disruption. Some see a Propulsion Engineer. Every day you inspire and help people grow so they can recognise their full potential. That’s why we’re committed to working closely alongside our customers, to help you build your own healthy and prosperous future. As a mutual bank our profits go back into providing more competitive rates and more personalised services. So no matter what you’re aiming for, you can bank on us to be there. Call 1300 654 822 or visit victeach.com.au Bank I Save I Borrow I Invest I Protect

Grace Lutheran College is This competition uses Lego bricks, In 2016, Grace will host over 70 teams fast gaining a national, if not robot control systems and software to on campus at various robotics events international reputation as a manipulate mission models on a game throughout Term 4. All students whoschool of excellence in robotics and board. There is also an oral presentation successfully complete a series of FIRSTrobotics in the curriculum. Whilst Grace and teamwork component to this programs, of which there are 4 levels, areCollege’s STEM initiatives often focus competition. Following FLL is FIRST guaranteed acceptance to a degree inaround robotics, the overall objective is Tech Challenge (FTC). FTC is a more engineering at Macquarie University.not to develop groups of students who advanced version of a robot game wheremake clever robots. Rather it is to create students use more customisable metal Peter Kellett has been invited toclever students, who are able to engage robots that have android based control attend a symposium in Nanjing Chinain science, technology, engineering and systems. Grace College hosts FLL where he will be a guest of the Chinesemathematics on various levels, complete tournaments for North Brisbane & the Government which is interested in howwith an appropriate set of values and Sunshine Coast and is the Queensland Grace College approaches robotics inethics. home base and host of FTC. the curriculum, as well a presence at the FIRST World Championships in the United STEM which can be defined into four The highest level of school-based States annually from 2016. Ray McKinnon,main categories science, technology, robotics is FIRST Robotics Competition Business Manager of Grace Lutheranengineering and mathematics has seen (FRC). In FRC students are given very College is a keen supporter of the roboticsfalling numbers of student engagement little scaffolding and they are required to program. Ray understands that whilstover the past two decades. Peter Kellett, produce a completely custom machine there is a cost to the College, reputationalDirector of Information Services at Grace that performs tasks based on the season’s benefits and educational outcomes makeLutheran College and an Australian theme. In 2015 Grace College attended it a very wise investment in both theFIRST® Regional Partner has spent the a FRC competition at Barker College College and the careers of its graduates.last five years trying to address this issue in Sydney where it won a Graciousin the North Brisbane and Sunshine Coast Professionalism trophy. Gracious With the opening of a state-of-the-regions. Professionalism is a FIRST Core Value and art Robotics Teaching Centre at Grace the most desirable quality to be found in College in 2015, the future looks bright FIRST originated in the United States FIRST competitors. Grace will compete for STEM robotics and future leaders inand has since grown to over 40 countries at the Asia Pacific FRC Competition at science, technology, engineering andworldwide. FIRST is an acronym of: For Sydney’s Olympic Park in March 2016 mathematics in the Sunshine State.the Inspiration and Recognition of Science and be the only team from South Eastand Technology and aims “to transform Queensland at the event which has teams Ray McKinnon | Business Managerour culture by creating a world where from over 12 different countries. Grace Lutheran Collegescience and technology are celebratedand where young people dream ofbecoming science and technologyleaders”. FIRST Australia is based outof Macquarie University which is also itsmost significant supporter. Director ofFIRST Australia, Luan Heimlich, has beendelighted with the work of Grace LutheranCollege in the development of FIRSTprograms in the North Brisbane/SunshineCoast regions: “It has been great to seesuch amazing growth and enthusiasmfrom students that attend FIRST events atGrace”. Students at Grace learn how toprogram LEGO® NXT Robots andparticipate in the Green City Challenge,followed by the more advanced EV3robots with involvement in the SpaceRescue Challenge. Students thenprogress to FIRST LEGO League (FLL),which is also open to students via theRobotics Club. MAY 2016 25

TeachingwithTechnology. Solutions for Education.Research shows that schools utilising technologycan revolutionise teaching and student learning.Today’s students are immersed in technology. In order to engage students in their learning, it is crucialto integrate the latest educational technological tools into teaching. These tools support learning andare very useful in managing other important classroom tasks.One popular tool is called Large Format Touchscreen (LFT), also known as Interactive Whiteboard (IWB).IWBs have been widely adopted at the primary school level across Australia and is now entering thesecondary and tertiary level classrooms.Research has clearly shown that teachers adopt IWB technology  Using IWBs means teachers can maintain eye contact withmostly because of its usefulness in teaching in an easy, their class as they are not restricted to sitting behind ainteresting and better way. The research findings highlighted computer. Further, if a tablet is connected with a IWB,the following advantages: teachers can walk around while his/her work is displayed on the large front screen. This helps in maintaining the Teachers can easily cater for a variety of learning styles using lesson pace and in managing the class more effectively. IWBs because they provide the option to deliver multimodal presentations very effectively.  It has also been found that the use of IWB technology leads to improvement in learning approach as students The ability to write/annotate on the screen; record and print become more motivated, interested and engaged in the lessons; instantaneous access to internet and various learning. More specifically, it has been noted that lower interactive resources help teachers to teach in an easy and ability students or those with learning difficulties develop interesting way. a positive approach towards learning when taught using interactive touchscreens. This technology helps teachers to develop the structure for their lesson plans and incorporate resources in their lessons  There is also some evidence of a link between the use of more easily. There is also an option to use a pre-prepared IWBs and better learning outcomes in the form of lesson teachers can review at a later date. improved understanding of difficult concepts, abstract learning and the construction of new knowledge by Another unique feature of IWB is that it encourages the students. interactivity i.e. dialog among students, between students and teachers and, also the physical interaction with the IWB It is not uncommon for teachers to feel overburdened and itself. These kinds of interactions motivate students to frustrated due to various demands of classroom teaching. participate in discussions and problem solving and are This is where IWBs and other educational technologies assist considered very important for constructive and teachers to teach and manage classrooms in an easy and collaborative learning. effective way.If integrated properly, these technological tools have the potential to revolutionise teaching by establishinga learning environment that supports and facilitates today’s students.Written by Dr Amrit Pal Kaur - PhD - University of Adelaide, based on a research study across 12 South Australian secondary schools.To find out more about Teaching with Technology visit ricoh.com.au/educate

Our Schools For many schools, the cost of building programs canDoes the weigh heavily on their financialInvestment Space operation. In some circles, anMake a Difference? educational space is thought to have a lifespan of anywhere between 20Measuring the return on to 40 years. For many teachers, theirinvestment on teaching participation in a significant buildingand learning program can be a once-in-a-career activity. It would make sense then A resurgence in the interest in the potential of innovative learning environments for a school, and its community, to has spurred considerable investment in building programs in all sectors of education. expect a certain degree of return on this considerable investment. Daniel Petre wrote in a recent Huffington Post Australia article of the building ‘arms One would expect there to be some race between schools.’ The piece focused on the use of public money to fuel measurable and/or tangible impact besides providing images for a glossy the ‘building binge’ in some private schools. Petre was critical of the construction prospectus or the school website. of extravagant architectural spaces, which appeared to favour ‘aesthetics’ at the From my perspective as a researcherexpense of their primary function as a place for learning. The recent work from Barrett, in the field of school learning Zhang, Moffat, and Kobbacy (2013) did find that the physical conditions of a learning environments, there has been much environment do have a considerable impact, in their case greater than the classroom more emphasis on the architectural teacher, on student learning outcomes on standardised assessment instruments. design of these spaces, with littleHowever, a key take away from Petre’s article centers on the tangible return in learning attention directed to measuring exactly what happens when teachers from this financial investment. and students occupy these new spaces. There is limited literature or information on school websites, providing evidence to correlate the financial investment in innovative school spaces with their impact on teacher practice and student learning outcomes. Over the past five years, the Anglican Church Grammar School (Churchie) in partnership with the University of Melbourne’s Learning Environments Applied Research Network (LEaRN) have focused on addressing this lack of understanding through the New Generation Learning Spaces (NGLS) project. Through a series of modest spatial interventions, involving the cost-effective retrofit of existing classroom spaces, this partnership has devised an approach and tools that have measured the empirical impact of different learning spaces on teaching and learning. MAY 2016 27

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Our SchoolsMeasuring the returnon investment onteaching and learning Across several iterations, the The most recent stage of the NGLS it gave the opportunity to then identifypartnership determined that, on average, project focused on tracking a group of and trial new approaches to maximisedifferent classroom layouts account for 11 teachers as they made the significant the spatial and technological benefits7 percent of the variation in academic transition from conventional studios and of the Precinct. Subsequent use of theoutcomes. Also, on average, when workshops into the School’s Hayward metric provided the tangible evidence tostudents transition from a conventional Midson Creative Precinct. The Precinct determine the impact of the Precinct onclassroom to an innovative learning brought together the School’s Creative Arts student learning experiences. This bottom-environment, their academic achievement (Drama, Film, Television and New Media, up and responsive approach to teacherincreases by 15 per cent. and Visual Art) and Design and Technology professional development helped avoid (Engineering, Design and Technology, the potential roadblocks identified in the Throughout the stages of the NGLS and Technology Studies). Considerable literature, and at the same time, assistedproject, it became apparent that there stakeholder consultation informed an in the development of the environmentalwas a previously overlooked ‘variable’ architectural brief. The School’s architect, competency of the participating teachers.that impacted the different learning Brand + Slater Architects Brisbane, wasenvironments. The evidence suggested charged with bringing these theoretically Importantly, the analysis of thethat the ‘environmental competency’ of the similar subject disciplines into a single empirical evidence from the LPTS metricclassroom teacher was a key enabler in the space. The aim of the resulting responsive has provided the School with a quantitativepedagogical performance of any learning ‘open-studio’ design was to allow teachers measure of the return on its investment. Itenvironment. The concept of environmental and students to occupy and transit has been shown that the Precinct, throughcompetency was first coined by Lackney between and through traditional teaching the work of the teachers, has surpassed(2008) and focused on the ability of a spaces, specialist technology-enabled the initial assumptions of its educationalteacher to integrate the physical learning workshop areas, and highly flexible inside brief. At the same time, it has provided aenvironment with their teaching practices and outside communal spaces. This stream of evidence back to the architects.for pedagogical gain. As a consequence, dynamic cycle of occupation and transition The analysis has provided insight into thethe partnership pioneered an innovative was thought to better support students’ pedagogical impact of key aspects of themetric to providing real-time feedback to transition through the intuitive, creative design and fit out, which will aid in futureteachers as they encountered different process of conceptualization, design, building projects at Churchie.types of learning environments to aid in creation, appraisal, and refinement of theirthe development of their environmental work. The design acknowledged the fact The evidence of this dynamic researchcompetency. that technology-mediated, creative learning partnership has been described in the could occur in a variety of settings, with a recent publication ‘Does the Space Make The ‘Linking Pedagogy, Technology, range of people (both teachers and peers), a Difference?’ The publication presents anand Space’ (LPTS) metric provided and through a variety of modalities. empirical retrospective of the impact of theinstantaneous and visual feedback to physical learning environment on teachingteachers on the main aspects of their Over a two-year period, the LPTS and learning evaluated by the NGLSpractice and the subsequent impact on metric provided real-time feedback projectthe activity and behaviour of their students. from more than 120 observations toThe validity of this and the other methods the participating teachers. The visual Terry Byers is the Director of Innovationand tools developed by the NGLS project, representations from this provided the in Learning at Churchie and is in the finalhave been strengthened by their replication base from which teachers could better stages of completing a Doctorate throughin other schools through the current understand the specific nuances of University of Melbourne. Details of thisAustralian Research Council Linkage their practice. Through this improved project also were featured in the Jan/FebProject ‘Evaluating 21st Century Learning understanding of their current practice, edition of Architecture Australia.Environments’ (E21LE).Reference ListBarrett, P. S., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning.Building and Environment, 59, 678-689. doi:10.1016/j.buildenv.2012.09.016 NOVEMBER 2015 29

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GovernanceUpdate on Director’s Duties inthe Not-for-Profit Sector Alison Choy Flannigan | Partner, Holman Webb Lawyers Directors and officers of Australian companies which are incorporated under the Corporations Act 2001 (Cth) (Corporations Act) and which are also charities registered under the Australian Charities and Not-for-profits Commission Act 2012 (Cth) (ACNC Act) owe a number of responsibilities and duties. This article is a very brief summary of their duties.WHAT DUTIES APPLY? Therefore, taking this all into (a) to exercise the director’s powers Directors’ duties under Governance consideration, we recommend that it and discharge the director’s duties with would be prudent for directors and officers the degree of care and diligence that aStandard 5 of the Australian Charities and of charities to be mindful of directors’ reasonable individual would exercise ifNot-for-Profits Commission Regulation duties both under the Corporations Act they were a director of the company;2015 (Commonwealth) (ACNC Regulation) and Governance Standard 5. (b) to act in good faith in the company’spassed under the ACNC Act currently best interests, and to further the purposesapply to directors of not-for-profit charities Who is a “responsible entity”? of the registered entity;which are registered with the ACNC which The ACNC Act refers to “responsible (c) not to misuse the director’s position;are not Commonwealth companies or entity” of a “registered entity”. Asubsidiaries of Commonwealth authorities. “responsible entity” of a not-for-profit <(d) not to misuse information obtained entity which is registered under the ACNC Part 1.6 of the Corporations Act states Act includes a director of that company, in the performance of the director’sthat certain sections of the Corporations a person who performs the duties of duties as a director of the company;Act do not apply to those charities, director, and a member of the committee (e) to disclose perceived or actual materialincluding sections 180 to 183 (directors’ of management of the unincorporated conflicts of interest of the director. Aduties) and section 185, to the extent that association, regardless of the name of perceived or actual material conflict ofit relates to 180 to 183. the position or whether or not he or she interest that must be disclosed includes a is validly appointed or duly authorized related party aid. Note that some provisions of the to act. If the registered entity is a trust, (f) to ensure that the company’s financialCorporations Act still apply to charities, the responsible entity is a director of the affairs are managed in a responsibleincluding some criminal offences. corporate trustee. manner; and (g) not to allow the company to operate Please note: Governance Standard 5 while insolvent • Many of the duties of directors in the Governance Standard 5 requires a Corporations Act are similar to duties “registered entity” to take reasonable Protections under in the Governance Standard 5; steps to ensure that its “responsible Governance Standard 5 • The Commonwealth Government entities” (including directors) are subject has announced that it will abolish the to, and comply with, the following duties: There are four areas of protection ACNC, the repealing legislation has under the Governance Standard. not yet been passed ; and • Directors owe similar obligations in equity and common law. (Continued P 32) MAY 2016 31

Governance Update on Director’s Duties in the Not-for-Profit SectorProtection 1 Protection 2 Protection 4 1) A responsible entity meets this Directors’ duties under Governance A This section is satisfied if, because ofprotection if the responsible entity, in responsible entity meets this protection if illness or for some other good reason, athe exercise of the responsible entity’s the responsible entity makes a decision responsible entity could not take part induties, relies on information, including in relation to the registered entity, and the management of the registered entity atprofessional or expert advice, in good the responsible entity meets all of the the relevant time.faith, and after the responsible entity has following:made an independent assessment of the Further information is available at:information, if that information has been (a) the responsible entity makes the http://www.acnc.gov.au/ACNC/Manage/given by: decision in good faith for a proper Governance/ACNC/Edu/GovStds_ purpose; overview.aspx?hkey=456b1d22-8869- (a) an employee of the registered (b) the responsible entity does not 4ad0-a0cd-48607244216e entity that the responsible entity have a material personal interest in the believes on reasonable grounds to subject matter of the decision; Holman Webb has a specialist be reliable and competent in relation (c) the responsible entity informs education practice, including a number to the matters concerned; or itself about the subject matter of of lawyers with extensive experience in (b) a professional adviser or the decision, to the extent the entity advising universities, schools and other expert in relation to matters that reasonably believes to be appropriate; educational institutions. the responsible entity believes on (d) the responsible entity rationally reasonable grounds to be within the believes that the decision is in the best The content of this article is intended individual’s professional or expert interests of the registered entity to provide a general guide to the subject competence; or matter. Specialist advice should be sought (c) another responsible entity Protection 3 about your specific circumstances. in relation to matters within their A responsible entity meets this authority or area of responsibility; or (d) an authorised committee of protection if: responsible entities that does not (a) at the time when the debt was include the responsible entity. incurred, the responsible entity had reasonable grounds to expect, and did (2) In determining whether the expect, that the registered entity wasresponsible entity has made an solvent at that time and would remainindependent assessment of the solvent even if it incurred that debt andinformation or advice, regard must be had any other debts that it incurred at thatto the responsible entity’s knowledge of time; orthe registered entity and the complexity (b) the responsible entity took allof the structure and operations of the reasonable steps to prevent theregistered entity. registered entity from incurring the debt. .32 ASBA ASSOCIATE

Our SchoolsBuilding aBrand New CampusBunbury Catholic College Mercy Campus,Australind Western AustraliaEmma Williamson | Practice Director from CODA Studio Being invited to design a brand new school is an incredible privilege, and comes with an enormous responsibility to get the foundations right. The design of Bunbury Catholic College’s Mercy Campus was one of those “blank slate” moments that most likely only happen once in an architect’s lifetime. When we first accepted the commission, the location for the project was a farm. There was no road and the land consisted of a series of paddocks and coastal scrub; the development that was happening in the area was literally changing it from farmland to suburb. Importantly, this presented us with an opportunity to tackle the school’s ideas and aspirations in relation to community, history, and connection to place. Emma Williamson | Practice Director from CODA Studio MAY 2016 33

Our SchoolsBuilding aBrand New CampusWe felt very strongly that the first that embraced the ageing process and This is particularly impressive given that the three buildings of the campus should form a civic heart for the could help to create a history for the school stage one buildings included highly servicedschool and also play a significant role withinthis brand new suburb. To achieve this we as generations of learners move through. facilities such as a TAFE standard kitchen,began a process of designing for everyscale, starting with the individual student, Inside the buildings, we felt that there woodwork and metalwork facilities, a CADto a small friendship group, a class, a yeargroup, the whole school and finally from the were big opportunities to create informal design lab, canteen and science labs.point of view of the broader community. spaces for connection. We explored The buildings have been constructed With stage one of the school nowcomplete, two major contrasting features combinations of texture, natural materials using a concrete frame supporting a simpleare now clearly visible. The first is theformal placement of the two key buildings: and light to create tactile spaces that are steel roof with infilled brick veneer walls. Thisthe Learning Commons and Young AdultLearners building. These sit opposite one comfortable to occupy. The bottleneck process enabled very quick construction ofanother in what we call the “Town Square”,their design almost mirroring one another. created by hallways and lockers has been floors and concrete columns to achieve roofThe second is the informality of the interiorspaces, which combine scale, colour and avoided with these transitional spaces cover independent of external brick wallstextured materials to address much morethe scale of the individual student. deliberately left open and informal, providing being completed. Once the brief was established, the first places for students to connect between The building structure is very simple andtask was to create a campus masterplanfrom which all stages of the building classes. does not have any elements (such as crossprogram could evolve. It made sense tostart at the physical and metaphoric heart Bold colour has been used to bracing) within walls which future proofs theof the school, creating a strong campusidentity, but also a centre from which all differentiate buildings and to respond to the campus and allows for easy modificationssubsequent stages could radiate.This also had the practical benefit of bright West Australian light. Small spaces over time. Stud walls were used throughoutminimising the impact of construction oncampus life in subsequent years. have been carved out of the brickwork and and were erected and lined with sarking In many established Australian towns brightly coloured nooks create unexpected to permit installation of building servicesand cities civic buildings are built frombrick, and we felt this material should places for small groups to gather. We used and ceilings to proceed whilst brickworkbe our starting point. As well as creatinga cultural link, brick requires very little plywood, face brickwork and coloured continued to be laid to the perimeter of themaintenance, provides texture to thebuildings and reflects the surrounding concrete to add warmth and to counteract building. This construction system savedcoastal bushland in colour. the traditionally institutional environment of a several months of construction time and We wanted to incorporate the use ofmaterials, both internally and externally, classroom. correspondingly delivered excellent value for It was important to the school that the our clients. buildings responded to their values, both in Although much of the early thinking was their desire to offer a nurturing environment strongly linked to the school and its location and in the way they wanted to teach. The amongst an entirely new suburb, there have result is a carefully considered hybrid been many lessons that we’ve taken from between traditional classrooms and a desire this project and applied to others. By taking for future flexibility. a holistic, community-focused view we have Throughout the school, traditional recognised the significant impact this built classrooms are able to be adapted through environment has on the children it holds as the use of operable walls, accommodating well as the role it plays in speaking to the multi-class learning groups. We also community about the values of the school. incorporated a number of highly flexible The buildings of BCC Mercy look outward spaces, including “The Terrace” in the as much as they do inward, and create a YALS building, a space that is suitable for beautiful and considered backdrop to the life large gatherings, presentations and even that takes place there. lunchtime performances. The new buildings were delivered at The BCC Mercy project was undertaken as $2,450/m2 which represents excellent value a joint venture between CODA Studio and for buildings of this type and quality. Broderick Architects34 ASBA ASSOCIATE

Bunbury Catholic College | Mercy CampusHOMES The right choice for quality school buildingsEDUCATIONVILLAGESCOMMERCIALBUILDING INNOVATIVE MODULAR SOLUTIONSFOR THE EDUCATION SECTOR ON A NATIONAL LEVELBe it a new or existing school, Fleetwood is the right choice for the next generation.Fleetwood offers a range of single or multi-storey education buildings including classrooms, science labs,home economics rooms, libraries, day care centres, administration facilities and canteens.Whether it’s a short term hire requirement or a permanent facility, Fleetwood has the solution andcan manage your project from concept to completion.www.fleetwood.com.auPHONE 1800 199 100 THE RIGHT CHOICE FOR THE NEXT GENERATION MAY 2016 35

Technical UpdateWhistleblowingis a key component to creating a‘speakup’ cultureEmployees have the right to speak and Safety and School Governance Can schools prevent the loss of such up against unethical practices and wrongdoing in their workplace. requirements. large amounts of money and reputationalFrom fraud, corruption or theft toharassment, bullying and cybercrimes – Whistleblowing should not be seen by damage?schools should endorse a speak up cultureby providing multiple internal and external schools as threatening or complex, but as a The Association of Certified Fraudreporting avenues. process which supports a healthy speak up Examiners’ (ACFE) 2014 Global Fraud Whistleblowing has traditionally hada ‘brand image’ problem within some culture, encourages compliance amongst Study found a typical organisation losesAustralian sectors. However, the climateis changing and more organisations staff and also works to protect students, 5% of its revenue to fraud each year.outside of the Government and Publicsectors are choosing to set up an external school executives and governors. Further to this, the study found 42% ofWhistleblowing Program to mitigate theircommercial and reputational risk. Fraud can have detrimental financial frauds were detected by employee tips. It seems like a near weekly occurrence impacts on education organisations. This Despite this being the most common andthe media reports inappropriate/illegalbehaviour, misconduct or fraud at an is evidenced in recent cases of large-scale effective means by which frauds wereorganisation. In the weeks, months oreven years following we watch as the fraud committed against universities and detected across all controls, only 54% ofconsequences of these allegations play outin the public eye. schools. In 2011 a cashier was jailed for nine organisations had an external hotline in A robust Whistleblowing Program is years for stealing more than $27 million from place. In contrast, 81% of organisations hadan important part of managing a school’sStudent Duty of Care, Workplace Health Adelaide University. In that case, the cashier external audits of their financial statements was described as using the University as his yet only 3% of frauds were detected by own ‘personal bank account’ and in response external audits. to his fraudulent actions the University Although it’s impossible to totally committed to introducing tighter financial control human behaviour, empirical data controls. shows that having good risk management programs and a best practice whistleblower In 2013 a Christian college bookkeeper program in place increases the likelihood was sentenced to 19 months jail for stealing that irregular behaviour by employees more than $250,000 from the college. In will be detected earlier. This ensures the sentencing the bookkeeper, the magistrate organisation is well prepared, sets the ‘tone noted the ‘substantial and ongoing breach at the top’ and cultivates a ‘speak up’ culture of trust’ that had occurred as a result of the – all crucial elements to the success of a theft. long term risk management strategy.36 ASBA ASSOCIATE

Whistleblowing should not be seen by schools as threatening or complex, but as a process whichsupports a healthy speak up culture, encourages compliance amongst staff and also works toprotect students, school executives and governors. Fraud and corruption are not the only Key features of a whistleblowing guarding against any victimisation,conduct types that should be included program may include: recrimination or loss of employment. Aunder a whistleblower policy; bullying, good Whistleblower Program will make thisharassment and other inappropriate • clear objectives of the purpose of the protection clear to staff.behaviour and a range of other conduct program;types should also be included and able to • guidance on what conduct is Interested to set up a Whistleblowingbe reported by employees. Importantly, if a ‘reportable conduct’ Program, yet don’t know where to start?teacher knows that a colleague is abusing • allocation of resources to implement Your Call provides a useful and free besta child under his or her care an external and affect the program (e.g. appointing practice Checklist to help organisationswhistleblower procedure (in addition a Whistleblower Protection Officer implement a program. Visit https://www.to following other legal processes) can and establishing an anonymous, whistleblowing.com.au/program-check-list-also provide an anonymous, confidential independent/external reporting line download/process for initial reporting of the such as that offered by Your Call).behaviour without the fear of vilification. • considerable Board oversight to Nathan Luker | General ManagerA relevant point to help satisfy the new ensure proper procedures are in place Your CallVictorian Child Safe Standards (specifically to manage any reports against theStandard 5). nominated Whistleblower Protection What is an independent reporting Officer or Principal. pathway? Stakeholders should be encouraged Ultimately, schools should adopt a form A best practice Whistleblowingto follow a ‘when in doubt, speak up’ of whistleblower program or policy that is Program or Fraud and Corruptionapproach to misconduct of all types to appropriate to its culture and particular Program provides an externalensure they can act as the eyes and ears circumstances. The most effective way reporting pathway to stakeholders.of the school. to ensure that a whistleblower program As a minimum, pathways should operates successfully is by ensuring include online reporting and a So, how can schools better help that the ‘tone is set at the top’. That is, telephone hotline. If appropriate,their employees to report inappropriate by having the school Board, Principal email and mail facilities can alsobehaviour? and senior staff support it. Examples of be provided. All pathways should actions which you can take to encourage allow the receipt of anonymous In developing a best practice program, whistleblowing at your school once you disclosures.schools should remove actual or perceived have a whistleblower program include: An external reporting pathwayreporting barriers. To do this, both internal • having a clear training program facilitates independent andand independent external reporting segmented and tailored to different valuable expert commentary onprocedures should be made available to levels in the organisation; the disclosures. The externalnominated stakeholders. The introduction • ensuring that senior management provider should act as anof an independent external pathway encourage an upward reporting intermediary between theaccommodates individuals who do not environment; and organisation and whistleblower.feel comfortable reporting internally or • remaining action orientated. e.g. This ensures objective oversightwho seek to remain anonymous. This dealing with good and bad reports, is applied from the start ofpathway should facilitate 360 degree show that you’re listening and that you a disclosure and helps thereporting within a school to help the Board ‘walk your talk’. whistleblower to retain anonymity,or Principal receive sensitive disclosures. report retaliation/victimisation andThese mechanisms, supported by a It’s also crucial that barriers and fears to ultimately reach a resolution.robust policy, create a safe and secure reporting are removed and, for example,environment that encourages staff to makedisclosures. JUMNAEY 20156 37

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Our SchoolsSpecial giftfrom Hobart to Laos Together with TEAR Australia, St Michael’s Collegiate School students funded skill development workshops and community programs oriented around helping people help themselves through self-employment and entrepreneurship.St Michael’s Collegiate School in needs of poor communities around the team the fundraising efforts were fun and Hobart is well known for excellence in girls’ education. Even with its world. The vision of TEAR Australia is very enjoyable, strengthened bonds, and gaveacademic and extra-curricular success, it isthe warm spirit of community and gratitude similar to Sr Dorethea’s (one of the founding the Year 12’s final year greater purpose.that the school is most proud of. Each year,the young women entering Year 12 are sisters of St Michael’s Collegiate School) Through their efforts they were able toencouraged to connect with a charity oftheir choosing. In 2015 the Collegiate girls vision for Collegiate girls to recognise God involve the entire school community, andwere drawn to TEAR Australia, citing TEAR’sglobal capacity and tangible impact from in their lives in a global context. rouse the enthusiasm of the student body,the ‘Useful Gifts’ program as truly inspiring. The entire year group designed a parents, friends and staff of the school, and Susie Westbury, Deputy Head Prefectfor 2015 explained “We felt that our fundraising schedule. Their first fundraising even the broader Hobart community.efforts would be best directed beyondAustralia’s shores, towards those in the efforts were known as ‘Courtyard “Our aim was to create awarenessmost challenging of circumstances. TEARAustralia showed us a group of young Fundraisers’, named for their central of the charity and our partnership, whilepeople living in the Champassak Provinceof Southern Laos as a potential charity location within the school grounds. These also raising the funds to purchase usefuldirection.” often celebrated special holidays such as gifts such as sewing kits, and community In this area, young people have limitededucation and employment opportunities, Valentine’s Day, Easter, and St Patrick’s Day packages. I attribute the level of involvementand women often travel across the borderinto Thailand with dreams of employment – all occasions many of us take for granted. to the dedication that the year 12 cohort hadand a better life. Instead, many are draggedinto the sex industry and drug trafficking. The girls arranged themed food stalls, face to consistently provide engaging events thatThe entire 2015 Year 12 group waspassionate about ending this injustice. painting, music, dancing, and games. As could fundraise and also add so much to TEAR Australia is a movement of the year progressed, major fundraisers the community spirit,” commented JordanChristians in Australia who respond to the included a Mother’s Day Breakfast and a Eastway, Head Girl for 2015. Charity Fashion Parade. Students arranged Principal of St Michael’s Collegiate an auction of luxury goods donated by School and leading educator for girls, Mrs over 70 local businesses, as well as guest Judith Tudball, shared her thoughts on speakers, live entertainment and food the value of community leadership in the and drink in order to raise enough funds next generation of young women, “The to make a tangible difference to their Year 12’s of 2015 were highly organised, counterparts in Laos. Together with TEAR collaborative young women who modelled Australia, Collegiate students funded skill servant leadership and who possessed a development workshops and community ‘can do’ approach to challenges. That our programs oriented around helping people student leaders of 2015 found their voice help themselves through self-employment and were committed to raising funds for and entrepreneurship. TEAR Australia and responding to the needs The key to their success was of those less fortunate around the world is undoubtedly community; by working as a commendable.” JUNE 2015 39

OSuubr hSecahdoionlsgSHpeeciaaldgiiftnfrgomlHeovbearlt t1o LaosIntro goes hereText goes hereSt Michael’s Collegiate School 2015 Year 12 Prefects Earlier last year Mrs Tudball attended Mrs Tudball also commented, “I am partners, contributing to our work ofthe first Global Forum on Girls’ Educationin New York City, hosted by the US National delighted that Collegiate girls embrace transformation, empowerment, advocacyCoalition of Girls’ Schools, where she saidthere was a strong focus on the wellbeing diversity and challenge, celebrate success, and relief – Tim Johnson, TEAR Australia’sof students within both our local our globalcommunities. Mrs Tudball, who sits on and are globally aware citizens who act Victoria/Tasmania Church Engagementthe National Executive of the Alliance ofGirls’ Schools Australasia, represented with empathy and understanding. Qualities Coordinator.Tasmania at the forum and was impressedby the insight shared. One of the key that will place them in good stead to create St Michael’s Collegiate Schoolmessages from New York was ‘if we behaveas if everything we do matters, we will be a bright future.” values community outreach, loyaltyamazed at the small things that make adifference.’ The fundraising achievements In total, the 2015 Year 12 group raised and leadership; Collegiate Communityof the 2015 Year 12 students supports this;as each fundraising event and initiative over $24,500 for TEAR Australia; this is Scholarships for 2017 are now open,by the girls amounted to a strong level ofcommunity engagement that had a real the largest donation the organisation has please visit https://collegiate.tas.edu.au/global impact. received from a school. our-enrolments/scholarships/. “TEAR Australia is incredibly thankful for the ongoing support of St Michaels Collegiate. The money raised in 2015 was the largest by any school group and demonstrates a genuine willingness and dedication to respond to global injustice, poverty and inequality. The finance generated will be used where it’s most needed across a range of our40 ASBA ASSOCIATE

Technical UpdateWhy a Master Plan?Andrew Graham, CEO of EPM Projects Pty Ltd, outlines the benefits of a master plan,matters to consider when developing a master plan and how to procure a master plan.WHY A MASTER PLAN? WHAT IS A MASTER PLAN? It is estimated that there are 2,744 non- The purpose and benefits of a master 5. Enabling capital works budgets togovernment schools in Australia providingprimary and secondary education plan is often misunderstood. Consequently, correspond with and reflect proposedto approximately 1.4 million studentsreflecting annualised growth of 2.0% over significant time, effort and cost can be development;the five years to 2015-16 . Demand fornon-government schools is accelerating invested in developing a master plan with 6. Leveraging opportunities for project fundwith factors such as the quality of facilities little benefit. One of the most commonto support core and co-curricular activitiesstrongly influencing the decision about failings of a master plan is that it is not raising;school selection. informed by the existing known (and 7. Setting and managing expectations Many if not most of these schools have unknown) constraints to development. about the timing of new facilities;their own strategic plans encompassing These are usually physical, environmental,how they might best respond to increaseddemand. These plans as a minimum deal regulatory, and operational. An uninformed 8. Enabling a statutory planning approvalswith the financial, human, and capital master plan will be unreliable and will strategy.resources required. potentially represent significant risk to the But, what space is given in these school and its ambitions. While a master plan is not the design ofplans to the planning and execution So what is a master plan? Simply put a building, it is best communicated throughof the school’s property development a narrative supplemented by diagrams andrequirements? Or to the construction or a master plan is a tool that guides the way images.modification of the physical infrastructure in which land is developed and used overrequired to meet the growth in enrolments time to achieve a vision. It isn’t a detailedor to adapt to changing pedagogies? design. A master plan demonstrates This is an important question.Property development and the the way in which the built and natural WHAT INFORMATION IS REQUIREDconstruction of new buildings is an environment can be synthesised through FOR A MASTER PLAN?increasingly complex, expensive and sustainable initiatives. It responds positivelylengthy process. It is clearly importantthat reliably informed decisions about to constraints of all kinds, maximises A reliable master plan that achieves thehow and when to develop land are made opportunities, and is flexible enough to purpose for which it is created will criticallywell in advance of the time when the new accommodate changes in strategy. depend on the following information:facilities are required to meet strategic andoperational plans. This is where a master The physical environment willplan can be helpful. unquestionably influence the extent to which 1. Needs & Aspirations a school realises its vision and its strategic A master plan must be informed by a plan. A master plan can be helpful in many ways including: comprehensive statement about the needs and aspirations of the school for its physical 1. Confirming the future size of the school environment. This is procured through in terms of student enrolments; consultation with key stakeholders after which it is endorsed by the school board and its 2. Identifying the required physical executive. resources (land and buildings); It should be noted that stakeholder consultation doesn’t have to mean 3. Further engaging the school community “stakeholder consensus”. While someone might not expect to be consulted, consulting in the vision and strategic plan; when there isn’t a genuine intention to 4. Enabling projects and property consider feedback will be unproductive. acquisition to be prioritised and funded; (continued P 42) JUNE 2015 41

Technical UpdateWhy a Master Plan?It is therefore important to decide at the Figure 1 contains a diagrammatic The timing and cost of each phase will depend on many variables including (asoutset what it is that the school will consult representation of the way in which a master an example) the extent to which a school holds relevant current information aboutabout – some decisions are the board’s plan is shaped and constrained: the land to be included in the master plan, the extent to which further investigationsalone. A decision can then be made about are required and the nature of those investigations. It is important howeverthe stakeholders who should be consulted. It not to take shortcuts in an attempt to save money and time e.g. relying on informationis also important to clearly communicate that that isn’t current will give rise to significant risk and cost down the track.feedback will be “considered” however the Consideration should be given to aschool board and executive will decide how to stakeholder consultation process that is externally facilitated as this should assistproceed. a highly innovative, ideas driven objective master plan. Similarly, appointing an2. Development Constraints expert to scope and manage the process to identify, investigate and documentRelevant current information about the the development constraints should greatly increase the reliability of theconstraints and opportunities to development master plan. The master plan brief is a key document that should thoroughlyof land must also inform a master plan. and comprehensively consolidate all the information before preparing the masterInformation about the constraints to plan.development can be grouped into five A properly informed and carefully prepared master plan is an invaluable toolcategories, as follows: Figure 1 - Master Plan Constraints in the management of what is arguably the single largest investment by any school,A) Physical – includes limitations and property and buildings.constraints of existing structures, the size and HOW SHOULD A MASTER PLAN BEconfiguration of land and the location and PROCURED? ?capacity of existing services infrastructure.B) Operational – includes the constraints At EPM, we recommend a three phasearising out of the day-to-day operations of the process, as follows:school. Phase 1 – Consultation & ConstraintsC) Legislative – includes constraints (and Mappingopportunities) from environmental planning Phase 2 – Master Plan Brieflegislation and instruments. This information Phase 3 – Master Plan Developmentshould establish the prevailing development This process is shown in Figure 2:controls and standards, the various statutoryapproval pathways and the pros and cons ofeach pathway to enable an informed decision.D) Environmental – includes constraintsfrom things such as heritage items, heritageconservation areas, bush fire prone land,ecological features, overland flood paths, andneighbouring property impacts e.g. noise,privacy, solar access etc.E) Land Tenure – includes constraintsfrom restrictions on title e.g. covenants,easements and rights-of-way as well asunderground services that are controlled bywater and energy supply authorities and localcouncils. Figure 2 - Master Plan Process42 ASBA ASSOCIATE

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